The study explored the teacher’s perceptions in assisting learners with learning disabilities through Performance Lag Address Programme (PLAP) in schools of Zimbabwe.Hundred primary school teachers were used in this study because they are the implementers of PLAP in primary schools of Zimbabwe. The study used a quantitative research approach and collected data through a questionnaire. The teachers were randomly chosen from primary schools in their respective regions or place of work, using a table of random numbers. It emerged from this study that teachers have not received any specific training on PLAP hence they reported that there tend to be confused on how to implement the programme. The study concluded that schools were having inadequate resources in the form of instructional materials, textbooks and working conditions for teachers and students and this has a negative effect on learning. Based on the findings of the study, the study recommends that there is need for the government to differentiate the implementation of class remediation from that of PLAP. This will assist the teachers in providing assistance to learners with learning disabilities. In addition, schools need to impart positive attitudes to teachers on issues concerning learners with learning disabilities on any new educational programme as they tend to face resistance.